programming stands as an essential requisite in computerscience education. Recognizing the challenges students face in learning programming effectively, the proposed assignment aims to integrate generative artificial...
programming stands as an essential requisite in computerscience education. Recognizing the challenges students face in learning programming effectively, the proposed assignment aims to integrate generative artificial intelligence (AI) tools to teach students introductory programming constructs. Generative AI has gained an increasing popularity in recent years. Several available Generative AI implementations can now help students learn programming essentials and debugging skills.
programming in programming languages at a professional level is a relatively demanding activity. To master application development in a specific programming environment requires algorithmic thinking and a precise know...
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ISBN:
(纸本)9781950492466
programming in programming languages at a professional level is a relatively demanding activity. To master application development in a specific programming environment requires algorithmic thinking and a precise knowledge about the capabilities and features of the programming tool (or environment) in which we implement the solution of the problem. Algorithmic and programming thinking must be developed early in the school age, where it is possible to create solid foundations that can be continuously developed by appropriate activities and thus influence the choice of direction of study at secondary school as well as the choice of university study. The correct attitude of the teacher, the used method and the way of teaching can have a significant impact on the pupil. This way of teaching can attract the learner for life-long programming - that she/he becomes an IT specialist or any other kind of expert in this field. However, it can also discourage him and make him hate programming for his entire life. Given that the teacher has a key role in education, this is especially true in primary school. In the article, we focused on preparing teachers to master the indicated task in practice. We wanted to show future computerscience teachers how to teach algorithms and programming in a playful way for primary school pupils. First we used ready-made didactic computer games that develop algorithmic thinking. Later we used ready-made applications oriented at development of algorithmic, logical and programming thinking, which support acquiring basic programming habits and skills. Finally, teacher students created their own applications in the form of project teaching in various programming languages and environments. These applications were very often focused on the implementation of didactic computer games. The article on the example of two Slovak universities of J. Selye University in Komárno and Trnava University in Trnava presents the preparation of teachers of informatics
Children from low-income communities face additional barriers to science and computing education, including limited computer access, language barriers, and a lack of resources for experimentation, often while being ou...
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ISBN:
(纸本)9786269689026
Children from low-income communities face additional barriers to science and computing education, including limited computer access, language barriers, and a lack of resources for experimentation, often while being out of school. computer-based learning resources that address these challenges in their design have the potential to make STEM education accessible to a whole new section of society. This paper presents a gamified learning object and a supporting visual programming language (VPL) that allows users to program and execute science experiments in the form of a narrative-driven problem-solving exercise. This tool is primarily intended for children from economically disadvantaged backgrounds.
This research full paper describes our experience in teaching parallel programming for students without previous knowledge of basic concepts of computing, comparing their levels of learning. The use of parallel softwa...
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The emergence of software-defined vehicles(SDVs),combined with autonomous driving technologies,has en-abled a new era of vehicle computing(VC),where vehicles serve as a mobile computing ***,the interdisci-plinary comp...
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The emergence of software-defined vehicles(SDVs),combined with autonomous driving technologies,has en-abled a new era of vehicle computing(VC),where vehicles serve as a mobile computing ***,the interdisci-plinary complexities of automotive systems and diverse technological requirements make developing applications for au-tonomous vehicles *** simplify the development of applications running on SDVs,we propose a comprehen-sive suite of vehicle programming interfaces(VPIs).In this study,we rigorously explore the nuanced requirements for ap-plication development within the realm of VC,centering our analysis on the architectural intricacies of the Open Vehicu-lar Data Analytics Platform(OpenVDAP).We then detail our creation of a comprehensive suite of standardized VPIs,spanning five critical categories:Hardware,Data,Computation,Service,and Management,to address these evolving pro-gramming *** validate the design of VPIs,we conduct experiments using the indoor autonomous vehicle,Ze-bra,and develop the OpenVDAP prototype *** comparing it with the industry-influential AUTOSAR interface,our VPIs demonstrate significant enhancements in programming efficiency,marking an important advancement in the field of SDV application *** also show a case study and evaluate its *** work highlights that VPIs significantly enhance the efficiency of developing applications on *** meet both current and future technologi-cal demands and propel the software-defined automotive industry toward a more interconnected and intelligent future.
This Research, Full Paper presents a study of how engineering students, non-computerscience (CS) majors, experienced the assessments during their first programming course (CS1). Naturally, we as instructors and cours...
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ISBN:
(纸本)9781728189611
This Research, Full Paper presents a study of how engineering students, non-computerscience (CS) majors, experienced the assessments during their first programming course (CS1). Naturally, we as instructors and course designers would like to facilitate learning among our students and make fair assessments. During the CS1 courses given for non-CS majors at our university, the students would be assessed on their programming skills and concept knowledge on multiple occasions. Typically, students need to complete 4-6 lab assignments, pass an exam, and complete an individual project. The instructor in charge of each course, the course coordinator, design all assignments as well as the grading criteria and is typically also responsible for the assessment of students' skills and knowledge. However, since these courses have a large number of students (similar to 200) the assessments are mainly done by teaching assistants (TAs). The purpose of this paper is to explore how students experience the assessment situations in CS1 courses. Eleven semi-structured interviews were performed with engineering students who enrolled in one of four CS1 courses. The interviews were transcribed and analyzed using thematic analysis. The results indicate that the students experienced the individual project to be authentic, a fair and reasonable way to assess their programming skills. By contrast, the exam was experienced as inauthentic and focusing on less important skills such as knowing syntax by heart. The students put lots of trust in their TAs, but experienced that the grading and amount of feedback they received, differed depending on the TA. The hierarchy, in which the course coordinator instructed the TAs on how to conduct the assessment, was not clearly visible and some students even viewed their TAs to be more qualified to grade their assignments than the course coordinators. It was, however, clear to the students that the course coordinator was also the course designer and the one
With the explosion of the usage of AI-assisted tools in programming, both in the professional world and among learners, the approach to teaching students how to use these tools appropriately is of utmost importance. T...
With the explosion of the usage of AI-assisted tools in programming, both in the professional world and among learners, the approach to teaching students how to use these tools appropriately is of utmost importance. There is little point in denying students access to these tools, as professionals use them and students will seek them out regardless. However, teaching students to use them properly from the very start will allow them to move away from focusing on specific details and nuances of a programming language to be able to focus on larger applications, good design choices, and other aspects of software development besides programming. This means that many software engineering concepts can be introduced earlier in the curriculum, even in a first-semester computerscience course, including functional decomposition, data structure decisions, testing, qualitative aspects of programming, stepwise refinement and refactoring, and basic use cases and user stories coupled with software inspections and code reviews. Having students focus on program design, testing, code quality, and building on previous assignments gives students numerous opportunities to develop programming skills. To ensure students are learning a programming language as well, they have to be able to read their own code and other code samples along with being able to research and explain any unfamiliar code generated by an AI tool.
HighlightsWe provide a literature review to analyze some of the main causes of the lack of women professionals in software engineering, some of which are underlooked in state-of-the-art studies on the gender gap in IC...
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National data have shown the need to expand and diversify the talent pool of the quantum technologies workforce. This article describes a newly designed 25-h summer quantum information science and technology (QIST) pr...
National data have shown the need to expand and diversify the talent pool of the quantum technologies workforce. This article describes a newly designed 25-h summer quantum information science and technology (QIST) program for high school students in grades 10-12;the goal is to advance physical science literacy and diversify the STEM pipeline through novel quantum science and quantum computing access and learning. This partnership between Stony Brook University and the New York Hall of science was designed by quantum physicists and physics education researchers. This manuscript describes the rationale and progression of quantum ideas and computing skills introduced in the outreach program. The program design scaffolded physics, mathematics, and computerscience concepts to engage high school students in the excitement of quantum information science and technology fields. The disciplinary content included the limitations of classical computing, classical and quantum physics principles (diffraction, polarization, wave-particle duality), the Mach-Zehnder interferometer, superposition, quantum thought experiments (Schrodinger's cat and Wigner's friend), entanglement and Bell's inequality, quantum key distribution, and basic quantum computing skills. Students also spent time visiting laboratories and museum exhibits and learning about academic progressions and career pathways in quantum technologies. This university-based science outreach model may be replicated by other quantum educators and adapted for learning in formal contexts.
In this era of smart devices, new technologies, gadgets, apps, and numerous systems and services available over online, teaching an introductory programming course by traditional lecture method faces challenges to dra...
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ISBN:
(纸本)9781728175201
In this era of smart devices, new technologies, gadgets, apps, and numerous systems and services available over online, teaching an introductory programming course by traditional lecture method faces challenges to draw student's attention;especially in their freshman year. In this work, we discuss our experience in teaching an introductory CS course by infusing both interactive and collaborative learning in pedagogy so that students can learn using interactive platforms, tools, technologies, systems, and services as available to them and collaboration within and among groups. For interactive learning, students used an interactive programming environment (e.g. *** classroom) as well as online eBooks. We designed several in-class exercises, assignments, small lab-based projects with example codes and expected outputs, and unit tests by using built-in unit tests library. We also, in the middle of semester, introduced collaborative learning through teamwork on well-defined projects during the learning time and submitted at the end. The collaborations include use of basic task management tools and multi-player tool of *** that the students can critic, supplement, improve peer works and learn. To evaluate the impact of this infusion, a pre- and post-survey were conducted on student cohort in two different semesters. The initial evaluation of the survey results and performances (final project and final grades) show evidence to conclude that the proposed pedagogical approach increased student motivation and engagement and facilitated learning to entry-level computerscience students.
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